EDUC 7555 - Education for Inclusion

North Terrace Campus - Quadmester 4 - 2022

In this course, pre-service teachers (PSTs) are positioned as co-learners and knowledge producers who are supported to engage in socio-cultural explorations of educational inclusion and exclusion. The course draws from a critical knowledge base that includes history, politics, and sociology of education, and applies lenses for analysis such as race and class. This enables PSTs? to explore contemporary educational issues while developing informed standpoints on questions of social justice and the fundamental purposes of education. Specific consideration is given to the educational experiences of First Nations and culturally diverse, high poverty students for whom educational policy has historically failed. PSTs will demonstrate understanding of these issues and implications for their teaching through individual and collaborative assessment pieces that bridge the research-teaching nexus.

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Course Details

Course Code	EDUC 7555
Course	Education for Inclusion
Coordinating Unit	School of Education
Term	Quadmester 4
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours per week
Available for Study Abroad and Exchange	N
Assessment	Reflexive writing piece (500 words), Group theory-into-practice presentation, Individual research paper (2000 words)

Course Staff

Course Coordinator: Dr Samantha Schulz

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Graduate)
1	Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 4.3,
2	Understand the specific contexts and needs of Indigenous students	1.2, 1.3, 1.4, 1.5, 2.4, 3.1, 3.5, 4.1, 6.4, 7.1, 7.2.
3	Understand, plan and develop inclusive teaching strategies for diverse learners, particularly those with disabilities.	1.3, 1.5, 1.6, 2.2, 2.5, 2.6, 3.5, 3.6, 4.1, 4.2, 4.5, 6.4
4	Understand and evaluate the value of resources and research available to teachers for professional learning	1.2, 4.5, 5.4, 6.1, 6.2, 6.3
5	Analyse data and develop a research-based conference paper relating to inclusion/exceptionality	1.2, 1.5 2.2, 2.3, 2.6, 3.4, 4.5, 5.3
6	Demonstrate understanding of the Keeping Safe: Child Protection Curriculum.	1.1, 1.4, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 5, 6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	3, 4, 5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 3, 4, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3, 4, 5, 6
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	1,2,3,5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 2

Learning & Teaching Modes

Learning modes are in-person for the workshops. Students may review subject matter of lectures online, however, in-person attendance is preferred.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

4 x 10 hours of lectures and workshops: 40
10 hours of conference setup and attendance (or equivalent online): 10
10 x 7 hours Individual study and research: 70
4 x 9 hours conference preparation: 36

=156 hours

Learning Activities Summary

Week	Pre-Lecture (Key Topics)	APST Graduate Level (Key Topics)	Lecture 1	Lecture 2	Workshop and Assessment Schedule
1	Introducing the Keeping Safe:Child Protection Curriculum People and Young People (Safety) Act 2017	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 4.1, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4.	Introduction to diversity and Inclusion Keeping Safe: Child Protection Curriculum	Education Policy Assessment requirements Conference preparation Attendance expectations	Hour 1: KS:CPC Middle and Secondary focus. Consider the 4 focus areas in relation to student wellbeing and the teacher's role in Protection strategies. Hour 2: Conference: What needs to happen? Conference structure and Delegation of roles Identification of themes (set) – groupings Setting up responsibilities Identification of keynotes Abstract review process and creation of conference program Hosting sessions – roles Online Folio presentation - editing and collation
2	First Nations content in the curriculum plus the Racial Discrimination Act (RDA; 1975)	1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4.	First Nations contexts and Students, Race and Racisim Melbourne Declaration Mparntwe Declaration First Nations Education Policies current	Teaching First Nations Students: geographical isolation, cultural violence and assimilation; teaching for wellbeing Pedagogy and inclusion - the 最新糖心Vlogn Curriculum and Melbourne/Mparntwe	Hour 1: Indigenising teaching, pedagogy and the curriculum Hour 2: Abstract [300–400 words] To be included in final research paper Online submission, draft for formative feedback (10% of the 50% for the full paper) Peer review process (10% of 50%) Allocation of Peer review
3	Cultures, Diasporas and Hybridity	1.1, 1.2, 1.3, 2.2, 3.5, 4.1, 4.4.	Languages in 最新糖心Vlog	Teaching for Language Diversity Migrant Experiences: teaching to support students at risk (eg. war trauma); seeking expert help and support. STTARS.	Hour 1: Language Diversity Hour 2: Peer review of colleague paper [300–500 words] both review and paper submitted to LW online. Allocation of Conference streams Constructing your presentation: the template
4	Ability	1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.5, 4.1, 4.1, 4.4, 5.3, 5.4, 6.1, 7.1, 7.2.	Giftedness; Intellectual Disabilities	Enrichment, extension and Acceleration; Strugglers; teaching for abilities Teaching for supporting and including students with mental ill-health (eg.depression); building resilience.	Hour 1: Abilities and inclusion Hour 2: Review and Feedback on Peer review Genre exemplars of article construction.
5	Disabilities that affect Learning	1.1, 1.2, 1.3, 1.5, 1.6, 2.2, 2.6, 3.1, 5.3, 5.4, 7.1, 7.2.	ASD, ADHD and Dyslexia Disability Standards for Education (2005) and the Disability Discrimination Act (1992)	Strategies for the inclusion of students with disabilities; using Technology to support learning. Bravehearts.	Hour 1: Pedagogy for inclusion; physical disabilities ILPs Hour 2: Creation of Academic Bio Finalise collation of conference handbook Network event Paper construction [2500 words] (30% + abstract = Peer review above = 50%) Catering; HSW; Registration
6	Religion and learning	1.1, 1.3, 3.5, 3.7, 4.1, 4.4, 7.3, 7.4.	School Diversity Ontologies Culturally sustaining pedagogies.	Supporting students with Cultural Differences - families (eg. extended; parent pressure; radicalisation). Reflective practices and mindfulness.	Hour 1: Teaching for religious inclusion Hour 2: Hosting of sessions – finalise Paper construction
7	LGBTQIA+	1.1, 1.3, 3.4, 4.1, 4.4, 4.5, 7.1.	Sexualities; bullying; teen parenthood	Relationships and inclusion SHINE SA	Hour 1: External school support: organisations, networks. Hour 2: Paper construction
8	Supporting teachers in the workplace	6.1, 6.2, 6.3, 6.4, 7.1, 7.2.	Keeping safe: Teacher safety; Burnout; workplace bullying.	Flourishing as a Teacher; fostering wellness.	Hour 1: Final Conference things Hour 2: Final Conference things
9	Conference		Conference	Conference	Conference
10	No lecture		No lecture	No lecture	Post Conference Feedback Reflection: My participation in the Conference and why I should be awarded marks [200 words] (10% attendance and participation at conference)

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Learning Outcomes:

Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom
Understand the specific needs of Indigenous students
Understand, plan and develop inclusive teaching strategies for diverse learners
Understand and evaluate the value of resources and research available toteachers for professional learning
Analyse data and develop a research-based conference paper relating to inclusion/ exceptionality
Assess and provide feedback on teaching-based research

Assessment Task	Task Type	Weighting	Learning Outcome	APST
Individual Research Paper (2000 Words) Individually negotiated inquiry grounded in sociological course literature.	Summative	50%	1,2,3,4,5	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 3.6, 4.1, 4.3, 4.5, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Group Theory-into-Practice Presentation Collaborative focus inquiry based on key reading, which engages the class in learning activties that translate theory into practice.	Summative	30%	5,6	1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 3.6, 4.1, 4.3, 4.5, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Reflexive Writing Piece (200 Words) Reflexive engagement with a key framework on social justice, incorporating the pre-service teacher's own educational experiences.	Summative	20%	4,5,6	4.1, 4.3, 4.5, 5.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2.

Assessment Detail

Research Paper (40%)
Pick one of the following topics and provide a researched response of 2000 words. If you are doing a topic relating to Indigenous learners in your conference paper, please choose a topic around cultural inclusion and/or addressing the learning needs of students with disabilities/diff-abilities. If you are doing disability/diff-ability in your conference paper, then choose a topic relating to Indigenous learners.

1. You have a student (year 10, 11 or 12) beginning at your school who has one of the following differences which will involve
modifications in pedagogy to maximise their learning. As a teacher of this student, you will need to create a learning plan recommendation to the student's parents/carers. Choose one of the following topics and provide a researched response.

Dyslexia
Vision Impairment
Hearing Impairment
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder

2. Migrants and refugees have particular needs in the classroom, especially relating to their language abilities. Apart from language, what are the particular challenges that migrants/refugees can face in 'mainstream' 最新糖心Vlogn classrooms? What strategies would you as a teacher use to address some of these challenges? How can you better support migrant students in one of your subject area specialisations?

3. You have a new permanent job in a remote 最新糖心Vlogn community where 23 of the 26 students are Indigenous. What steps would you take to establish relationships of care and trust with the students in your class and school? Why are these appropriate strategies?

4. There is a 最新糖心Vlog-wide campaign in relationship to Aboriginal and Torres Strait Islanders called ‘Close the Gap.’ What is ‘the gap’ and what does it mean for educators in schools?

5. Indigenous, migrant and refugee parents may have completely different expectations of schooling, learning and your role as the
teacher of their child based their cultural heritage and experience. Choose one heritage and explore these different expectations. Keeping in mind that assimilation is not appropriate in culturally inclusive 最新糖心Vlog, how would you address these expectations in a professional and respectful manner?

6. Develop your own researched response in consultation with the convener. This topic must relate to education, diversity and inclusion.

Conference (30%)
The student-led conference is the principle focus for EFI. This is because a teacher doesn't do a lot of essay writing, but they do do a lot of presenting and organising.
The conference has rooms booked and session times outlined: everything else is to be planned and organised by students in the course in discussion with the course coordinator.

There is a template for the conference presentation, but don't be limited or pushed into this - it's hard to get a template that will
cover everyone.

You will need to cover either Indigenous perspectives OR a Disability/Diff-ability in the Conference. Whichever aspect is not covered in the conference has to be addressed in the research paper. This is to ensure you gain valuable insights into both areas.

Conference Abstract, plus Review (10% each)
You are writing a Descriptive Abstract of 300 to 400 words. It should relate to your conference presentation. All conferences require an abstract for two reasons:
1. to ascertain if the paper is relevant to the conference themes and of a good academic standard, and;
2. to include in the conference proceedings to enable participants to make choices about what session they attend.

Your abstract must relate to EITHER First Nations inclusion OR Disability inclusion. Within these two themes, you may write about any aspect, provided it relates to middle or secondary education. Your conference paper presentation will be about 15 - 20 minutes long.

Your abstract will be peer-reviewed by a colleague in EDUC 7555. Your review and reviewer will be anonymous. The reviewer will rate your paper against usual conference abstract criteria (including relevance and content) and give your paper a score out of ten. This mark will count toward 10% of your final result for EFI.

Conference: Reflection on Contribution (10%)
In 200 - 300 words, outline your contribution to the Conference in an informal letter. In your letter, tell me what mark you should
have out of 20 and why. Include an estimation of hours you have spent in your role. You may use dot points in your response if you wish. You can also outline areas where you think you could have improved in your participation. You need to make your case logically and defensibly.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This is the first time that this course has run, so there is no feedback about eSELTS to provide about this course. Please note that this is the first time that we will be running a student-led conference in the School of Education Masters and so there are likely to be things that don't quite work. In that event, please get in contact with the course cordinator, Dr Linda Westphalen, as soon as possible by her university email (linda.westphalen@adelaide.edu.au), and she will address the issue as quickly and effectively as possible.
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Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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